Knowing is half the battle women's math performance

Knowing is half the battle women's math performance. Johns, M., Schmader, T., & Martens, A. Psychological Science, 16(3):175–180, 2005.
abstract bibtex

We tested whether informing women about stereotype threat is a useful intervention to improve their performance in a threatening testing situation. Men and women completed difficult math problems described either as a problem-solving task or as a math test. In a third (teaching-intervention) condition, the test was also described as a math test, but participants were additionally informed that stereotype threat could interfere with women's math performance. Results showed that women performed worse than men when the problems were described as a math test (and stereotype threat was not discussed), but did not differ from men in the problem-solving condition or in the condition in which they learned about stereotype threat. For women, attributing anxiety to gender stereotypes was associated with lower performance in the math-test condition but improved performance in the teaching-intervention condition. The results suggest that teaching about stereotype threat might offer a practical means of reducing its detrimental effects.

@article{johns_knowing_2005,
	title = {Knowing is half the battle women's math performance},
	volume = {16},
	abstract = {We tested whether informing women about stereotype threat is a useful intervention to improve their performance in a threatening testing situation. Men and women completed difficult math problems described either as a problem-solving task or as a math test. In a third (teaching-intervention) condition, the test was also described as a math test, but participants were additionally informed that stereotype threat could interfere with women's math performance. Results showed that women performed worse than men when the problems were described as a math test (and stereotype threat was not discussed), but did not differ from men in the problem-solving condition or in the condition in which they learned about stereotype threat. For women, attributing anxiety to gender stereotypes was associated with lower performance in the math-test condition but improved performance in the teaching-intervention condition. The results suggest that teaching about stereotype threat might offer a practical means of reducing its detrimental effects.},
	number = {3},
	journal = {Psychological Science},
	author = {Johns, Michael and Schmader, Toni and Martens, Andy},
	year = {2005},
	pages = {175--180},
}

Downloads: 0

{"_id":"kn8RZJ4BvYzQAAapY","bibbaseid":"johns-schmader-martens-knowingishalfthebattlewomensmathperformance-2005","author_short":["Johns, M.","Schmader, T.","Martens, A."],"bibdata":{"bibtype":"article","type":"article","title":"Knowing is half the battle women's math performance","volume":"16","abstract":"We tested whether informing women about stereotype threat is a useful intervention to improve their performance in a threatening testing situation. Men and women completed difficult math problems described either as a problem-solving task or as a math test. In a third (teaching-intervention) condition, the test was also described as a math test, but participants were additionally informed that stereotype threat could interfere with women's math performance. Results showed that women performed worse than men when the problems were described as a math test (and stereotype threat was not discussed), but did not differ from men in the problem-solving condition or in the condition in which they learned about stereotype threat. For women, attributing anxiety to gender stereotypes was associated with lower performance in the math-test condition but improved performance in the teaching-intervention condition. The results suggest that teaching about stereotype threat might offer a practical means of reducing its detrimental effects.","number":"3","journal":"Psychological Science","author":[{"propositions":[],"lastnames":["Johns"],"firstnames":["Michael"],"suffixes":[]},{"propositions":[],"lastnames":["Schmader"],"firstnames":["Toni"],"suffixes":[]},{"propositions":[],"lastnames":["Martens"],"firstnames":["Andy"],"suffixes":[]}],"year":"2005","pages":"175–180","bibtex":"@article{johns_knowing_2005,\n\ttitle = {Knowing is half the battle women's math performance},\n\tvolume = {16},\n\tabstract = {We tested whether informing women about stereotype threat is a useful intervention to improve their performance in a threatening testing situation. Men and women completed difficult math problems described either as a problem-solving task or as a math test. In a third (teaching-intervention) condition, the test was also described as a math test, but participants were additionally informed that stereotype threat could interfere with women's math performance. Results showed that women performed worse than men when the problems were described as a math test (and stereotype threat was not discussed), but did not differ from men in the problem-solving condition or in the condition in which they learned about stereotype threat. For women, attributing anxiety to gender stereotypes was associated with lower performance in the math-test condition but improved performance in the teaching-intervention condition. The results suggest that teaching about stereotype threat might offer a practical means of reducing its detrimental effects.},\n\tnumber = {3},\n\tjournal = {Psychological Science},\n\tauthor = {Johns, Michael and Schmader, Toni and Martens, Andy},\n\tyear = {2005},\n\tpages = {175--180},\n}\n\n","author_short":["Johns, M.","Schmader, T.","Martens, A."],"key":"johns_knowing_2005","id":"johns_knowing_2005","bibbaseid":"johns-schmader-martens-knowingishalfthebattlewomensmathperformance-2005","role":"author","urls":{},"metadata":{"authorlinks":{}},"html":""},"bibtype":"article","biburl":"https://bibbase.org/zotero/mentoring","dataSources":["Xs558R4fESZd8FQs6"],"keywords":[],"search_terms":["knowing","half","battle","women","math","performance","johns","schmader","martens"],"title":"Knowing is half the battle women's math performance","year":2005}